Progressa: Journal of Islamic Religious Instruction <p style="text-align: justify;">Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education</p> Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto en-US Progressa: Journal of Islamic Religious Instruction 2579-9665 Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0 <p style="text-align: justify;"><em>Education, a major agenda of life requires trajectories in a continuous series of creativity and innovation, so that it is ordered to be sought from cradle to grave, or in other words lifelong education. In reaching an education there needs to be trajectories and not just transmitting knowledge. Islamic education must be returned to its essence, which is to prepare, direct, and return the goals of education to its essence. The core purpose of education is to make students understand and realize their position in the order of existence and creation of an orderly cosmos, and their relationship as creatures with Allah (khaliq). The purpose of this paper is to examine how to Increase Creativity and Innovation in the hypothetical learning trajectory of Islamic education in the industrial era 4.0. From the results of the discussion it was concluded: 1) Islamic education in the industrial revolution era 4.0 must be handled by Human Resources who truly become agents of transdisciplinary change. 2) The complete hypothetical learning trajectory covers all three aspects: learning objectives, thought development and learning, and the influence of instructional assignments. 3) efforts to "mix" Islamic science with modern Western forms of learning ultimately aim to undermine the ability of the ulama to instill authoritative Islamic learning.</em></p> Muthoharun Afif Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-24 2019-10-24 3 2 1 8 10.32616/pgr.v3.2.188.1-8 Relevansi dan Tantangan Bangunan Pemikiran Kritis dan Pemecahan Masalah Pendidikan Islam dalam Mengembangkan Literasi Informasi dan Kesadaran global Abad 21 <p style="text-align: justify;"><em>Throughout written history, starting from the plateau with its republic, critical thinking and problem solving are considered to be a 3rd century BC skill, today with technological advances marked by Artificial intelligence it still considers it to be 21st Century thinking or the main thought of the revolution Industry 4.0. the assumption that the emergence of digital technology requires fundamental changes to the curriculum and to the teaching and learning approach to educating "digital native" or "network generation" generations. There is emptiness in this context so the building of critical thinking and 21st century skills is inadequate, even in combination. The presence of superior character or character must be specially prepared in the 21st century with respect to digital skills. The purpose of this paper is to describe the Relevance and Challenges of Building Critical Thinking and Problem Solving Islamic Education in Developing Information Literacy and Global Awareness in the 21st Century. From the discussion it concludes: 1) Business people, politicians, and educators unite around the idea that students need "century skills" 21st "to be successful today by ignoring morals or characters whose temptations are heavier than before. 2) the challenges of Islamic education in the post-modern world (21st century) various contradictions about the definition of moral acts that abound and change the idea of ​​a good life, the philosophical foundation of the instrumental and normative pillars continue to erode, here Islamic Education must be present and play its role . 3) The effectiveness of Islamic education teachers individually being the main focus of school improvement over the past decade, the success of teachers in improving the quality of learning also affects the success of students as adults, is more likely to go on to college, have better jobs and have superior character called morals noble.</em></p> Salim Ashar Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-24 2019-10-24 3 2 9 14 10.32616/pgr.v3.2.189.9-14 Meningkatkan Kemampuan Memahami Cerita dan Teks Drama Tentang Penggunaan Pecahan Uang Rupiah dan Pecahan Ukuran dengan Metode Pembelajaran Sosiodrama di Kelas III SDN Kepuh Klagen Wringinanom Gresik <p style="text-align: justify;"><em>Learning will take place effectively and efficiently if it is supported by the teaching role that regulates learning strategies well and maximally. In presenting learning methods, a teacher cannot be confined to just one type of technique. The old paradigm that considers the teacher as the only source and center of information, as well as students is just like an empty glass that can be filled with anything according to the instructor's wishes or likened to a white paper that can be written whatever according to the instructor's wishes, may need to be reviewed. When students enter the classroom, the teacher must be aware that inside the student has been embedded and built up information, knowledge and experience they have acquired outside the classroom from interaction with their environment. This study aims to: 1) Describe the activities of teachers in improving the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size with sociodrama learning methods in Class III Kepuh Klagen Wringinanom Gresik SDN. 2) Describing the activities of students in learning activities increases the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size with the sociodrama learning method in Class III of Kepagen Klagen Wringinanom Gresik SDN. 3) Describe learning with sociodrama learning methods to improve the ability to understand stories and drama texts about the use of rupiah denominations and fractions of size in Class III SDN Klagen Wringinanom Gresik SDN. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was carried out at the Kepagen Klagen Wringinanom Gresik Elementary School with the address Bureng Kidul, Kepuhklagen, Kec. Wringinanom, Gresik Regency, East Java 61176. The subjects of this study were Class III students of 25 children. The study was conducted in the even semester of the school year 2018/2019, for 3 months (April, May, June 2019). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher's activity experienced an increase in Pre-Action to get results of 60.71 percent and increased in Cycle I by 75.71 percent and increased in Cycle II by 89.29 percent; 2) Student activity has increased in Pre-Action to get a result of 45.71 percent and increase in Cycle I by 68.57 percent and increase in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to obtain a result of 76.6 percent and increase in Cycle I by 82.2 percent and increase in Cycle II by 90.6 percent. Classical Learning Completion has increased in Pre-action gets 64 percent and increases in Cycle I by 80 percent and increases in Cycle II by 92 percent.</em></p> Suwanti Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-25 2019-10-25 3 2 15 26 10.32616/pgr.v3.2.190.15-26 Meningkatkan Kompetensi Pedagogik Guru dalam Pembelajaran Berbasis Multi Sumber melalui Model Pembelajaran IODE di MI Nurul Huda 2 Surodinawan Prajuritkulon Kota Mojokerto <p style="text-align: justify;">This research is motivated by (a) the number of teachers who consider books as the only source of learning so that they cannot apply multi-source based learning (b) there are still teachers who have not mastered the IODE learning model, (c) the number of teachers who are only competent in Special Learning Models but difficult to implement new learning models such as IODE, (d) not all teachers have the opportunity to attend KTSP training or training, and (e) the scarcity of MGMP Activities specifically addresses the IODE Learning Model, so that the IODE learning model still feels unfamiliar in MI Nurul Huda 2 Surodinawan Prariorkulon Mojokerto City. Intake, Organizing, Demonstration, and Disclosure (Express) students in receiving learning information is still lacking, this is indicated by the reluctance of students to learn Indonesian, work carelessly and less enthusiastic in learning, to overcome this, the writer needs to do a School of Action Research ( CAR). Realizing the symptoms or facts mentioned above, in this study the writer took the title "Improving Teacher's Pedagogical Competence in Multi-Source Based Learning through the IODE Learning Model in MI Nurul Huda 2 Surodinawan Praututkulon Mojokerto City. Each round consists of four stages, namely: design, activity and reflection and revised observation. The purpose of this study was the teacher at MI Nurul Huda 2 Surodinawan Praututkulon Mojokerto City The data were obtained in the form of observation sheets of learning activities results. Multi-Based Resources through the IODE Learning Model has a positive impact on Efforts to Enhance Student Learning Achievement, this can be seen from students' better understanding of the material delivered by the teacher (mastery learning increases from cycles I, II, and III) namely cycle I 36 , 59%, second cycle 75.61%, da n cycle III 100%. The research is: Learning Based on Various Sources through the IODE Learning Model has a positive influence that can improve student learning achievement as indicated by the average student response which states that students are interested and interested in the Many Source Based Learning through the IODE Learning Model so that they become motivated to learn.</p> Ihwan Muhammad Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-31 2019-10-31 3 2 27 38 Melatih Keterampilan Berpikir Kreatif melalui Pembelajaran Berbasis Proyek dalam Mempersiapkan Tenaga Kerja untuk Menghadapi Kompetisi Global <p style="text-align: justify;"><em>Often we find the fact that skills gaps begin with the basic idea that many jobs exist, but skilled workers do not. The relationship exists between labor readiness, business and industrial development, and educational institutions have been around for a long time. However, this relationship cannot refute the fact that prospective employees are not ready to enter the workplace in the future. The Law of the Republic of Indonesia concerning the national education system addresses the importance of training in creative thinking skills by stating that the education system must develop the potential of students to be religious, respectful, well-educated, and competent in thinking creatively, independently, democratically, and responsibly. While empirical studies show that Indonesian students have unsatisfactory creative thinking skills. This study aims to describe how to train Creative Thinking Skills through project-based learning in preparing the Workforce to face global competition. From the results of the discussion it was concluded: 1) The government needs to be more serious in entering tertiary education and setting targets for maximum workforce readiness. 2) Educational institutions in their learning activities need to improve their mastery of high-level thinking skills in determining their educational success by improving high-level cognitive functions (metacognition, metamemory and metacomprehension, or assessing the truth of one's own memories; solving problems, or taking appropriate steps when dealing with unknown things, and think critically, or evaluate the quality of ideas). 3) For most educators today who are well connected and driven by technology, the mastery of technology literacy in education is still lacking, therefore mastery of technology literacy needs to be improved at the level of the teachers in this country. 4) Potential to integrate Project Based Learning (PBL) in the classroom to improve students' soft skills which in turn will ensure greater results for them in the future. To achieve that, their soft skills need to be improved by using the PBL approach. This approach is relevant to the concept of 21st century learning, especially in education.</em></p> Muhammad Munib Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-31 2019-10-31 3 2 39 44 10.32616/pgr.v3.2.192.39-44 Konsep Wacana Global 'pembelajaran Seumur Hidup' Fakta dan Persepsi Peran untuk Dimainkan di Abad ke-21 dalam Dua Perspektif Barat dan Islam <p style="text-align: justify;"><em>Context The educational process which has no end or is called lifelong learning, Islam offers an integrative framework for achieving sustainable knowledge management and a holistic, integrated and balanced learning organization. This study aims to describe the concept of the global discourse 'lifelong learning' facts and role perceptions to be played in the 21st century in two western and Islamic perspectives. the conclusions of this study are: 1) In the western level lifelong learning is limited to utopia in the negotiation of the realization of education and political rationality from the institutional redesign which will be a site for contestation of different views on the meaning and application in global discourse whose application is influenced by the dynamics of the present , so that sometimes it loses the source of ideas and alternative practices that are strong and durable because they tend to be obscured by the author of a lifetime education itself. 2) Lifelong education from an Islamic perspective takes into account three dimensions of education in a holistic, integrated and balanced manner, each concept has a different focus area but remains in a holistic, integrated and balanced framework, Tarbiyah focuses on care and care in various stages of human development . Ta'dhib focuses on the ethical dimension on character development to produce highly moral individuals. Ta'lim pay attention to how knowledge is taught and learned.</em></p> Muhammad Budi Arief Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-10-31 2019-10-31 3 2 45 50 10.32616/pgr.v3.2.193.45-50 Telling stories between fairy tales and Storytelling: a concept of valuing, understanding, and enjoying learning through a model of telling stories in the context of the Qur'an <p style="text-align: justify;">Fairy tale in the sense of fiction / fiction telling stories, such as: fable, sage, saga, legend, mythe, ephos. Telling stories are interpreted as narrations about events. Fairy tale delivered continuously will be boring, over time the audience is not enthusiastic about listening. Telling stories in fairy talekan differ in taste if they are equipped with movements that reflect the roles and character of characters who are refined talekan, in this case termed storytelling. The purpose of this article is to examine the concepts of fairy tale, telling stories and storytelling and the Qur'an about respecting, understanding, and enjoying learning through this model of telling stories. The conclusions of this article are: 1) Telling stories do not use improvisation, fairy tale improvisation in several parts, Storytelling uses the totality of improvisation; 2) Mastering the technique of menfairy tale, telling stories &amp; storytelling well, educators have the opportunity to explore the potential intelligence, emotional and spiritual intelligence; 3) The Qur'an alludes to, but does not teach fairy tale, not even fable perspectives, but teaches stories and parables which in this context are amtsaal.</p> Mohammad Badru Tamam Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-12-24 2019-12-24 3 2 51 58 10.32616/pgr.v3.2.194.51-58 Science and Charity, Educational therapy and active learning, increasing brain intelligence or heart intelligence <p style="text-align: justify;">Transhumanism, a unique cyber entity perspective, posthumanism offers a unique integration between agency, memory and imagination in a philosophical way to achieve a harmonious ecology harmony that is developing and interrelated, increasing the education provided to graduates is necessary. The purpose of this paper discusses learning of Science and Charity, how education therapy and active learning, as well as improving brain intelligence or heart intelligence. From the results of the discussion it was concluded: 1) Various studies related to the phenomenon of the era of education 4.0 in general need to improve the education given to graduates therefore if society changes, schools need to change preparing students for the real world, rather than instead isolating students from the real world because students need to be a critical thinker and ready to solve problems, collaborate and communicate; 2) Education must teach the renewal of capacity to create, identify issues regarding current situations and actively provide solutions through the integration of faith, knowledge, charity or creed, shari'ah, morals; 3) Education must provide an ideal mode of therapy Lecture, Reading, Audiovisual, Demonstration, Discussion, Practice and Real Practice with a percentage ratio of 5: 10: 20: 30: 50: 75: 90, or use other patterns and not 100% lecture; 4) educational elements and principals must understand the concepts of knowledge for practice and knowledge in practice which consists of different varieties of knowledge as competitors or complementary such as formal knowledge (referring to theory or research and law or policy) and informal (referring to the practice of wisdom, experience personal, intuitive and tacit knowledge); 5) Other countries are fast advancing on the basis of creativity and innovation as the drivers of the knowledge economy by shifting the education system with the core of considering the abilities and talents of individuals and to create new knowledge.</p> Aan Eko Khusni Ubaidillah Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction 2019-12-24 2019-12-24 3 2 59 66 10.32616/pgr.v3.2.195.59-66